This paper discusses what it means to consider the information experience of academic information management from a constructivist grounded theory perspective. Using a doctoral study-in-progress as case illustration, the authors demonstrate how information experience research applies a wide lens to achieve a holistic view of information management phenomena. By unifying a range of elements, and understanding information and its management to be inseparable from the totality of human experience, an information experience perspective offers a fresh approach to answering today’s research questions. The case illustration is a constructivist grounded theory study, using interactive interviews, an original form of semi-structured qualitative interviews combined with card-sorting exercises (Conrad & Tucker, 2019), to deepen reflections by participants and externalize their information experiences. The constructivist variant of grounded theory offers an inductive, exploratory approach to address the highly contextualized information experiences of student-researchers in managing academic information. Preliminary results are reported in the form of three interpretative categories that outline key aspects of the information experience for student-researchers. By presenting these initial results, we demonstrate how the constructivist grounded theory methodology can illuminate multiple truths and bring a focus on interpretive practices to the understanding of information management experiences. This new approach offers holistic insights into academic information management phenomena as contextual, fluid, and informed by meaning-making and adaptive practices. Limitations include the small sample size customary to qualitative research, situated within one situated perspective on the academic information management experience. We demonstrate theoretical and methodological contributions of constructivist information experience research to illuminate information management in an academic setting.

中文翻译：

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构建信息体验：学术信息管理的扎根理论肖像

本文从建构主义扎根的理论角度探讨了考虑学术信息管理信息经验的意义。作者使用正在进行的博士研究作为例证，作者展示了信息体验研究如何运用广阔的视野来全面了解信息管理现象。通过统一各种要素，并理解与人类整体经验密不可分的信息及其管理，信息体验的观点为回答当今的研究问题提供了一种新颖的方法。案例说明是一项基于建构主义的理论研究，使用互动式访谈，半结构化定性访谈的原始形式以及卡片分类练习（Conrad＆Tucker，2019），加深参与者的思考并使其信息体验外部化。扎根理论的建构主义变体提供了一种归纳，探索性的方法，以解决学生研究者在管理学术信息方面高度情境化的信息体验。初步结果以三种解释性类别的形式报告，概述了学生研究者信息体验的关键方面。通过介绍这些初步结果，我们证明了建构主义扎根的理论方法论如何阐明多个真理，并将重点放在解释性实践上，以帮助人们理解信息管理经验。这种新方法提供了对学术信息管理现象的整体洞察力，这些现象包括上下文，动荡的信息，以及通过意义表达和适应性实践提供的信息。局限性包括定性研究惯常的小样本量，位于学术信息管理经验的一个角度。我们展示了建构主义信息经验研究的理论和方法论贡献，以阐明学术环境中的信息管理。